• EDUC 7F40 Doctoral Seminar II: Quantitative Methodology and Analysis
• EDUC 5P92 Introduction to Educational Research
• EDUC 5P42 Innovative Practices in Curriculum and Assessment
• EDUC 3P96 Advanced Community Base Internship
• MPCE 6P11 Wellness in Canadian Higher Education

• Canadian Society for Studies in Education (CSSE)
• Society for Teaching and Learning in Higher Education (SoTL)
• Canadian Association for the Study of Adult Education (CASAE)
• International Society for Teacher Education (ISfTE)
• College of Registered Psychotherapist of Ontario (CRPO)

• Mental health and wellness
• Academic success
• Struggling learners
• Educational psychology
• Learning strategies and teaching pedagogies

Research and Project Funding

• Exploring the status of the social emotional health of teachers and school administrators with K. Maich, S. Penny (Memorial University), and M. Savage (Brock University) Newfoundland and Labrador Teachers’ Association
• Exploring perceptions of well-being and mentorship within Canadian and Croatian Faculties of Education with M Savage, S. Ratković, C. Hands, M. Bajovic (Brock University), D. Martinovic (University of Windsor), & T. Kaefer (Lakehead University)
• Teachers’ and school staff’s perceptions of mental health and wellness with M. Savage (Brock University)

Woloshyn, V.E., Savage, M., Ratković, S., Hands, C., &  Martinovic, D. (2019). Exploring professors’ experiences supporting graduate student well-being in Ontario faculties of education. International Journal of Mentoring and Coaching in Education. 8(4), doi (10.1108/IJMCE-02-2019-0028)

Woloshyn, V. E., & Savage, M. (2018). Increasing teacher candidates’ mental health literacy and stress coping skills through an elective mental health and wellness course. International Journal of Inclusive Education, http://dx.doi.org/10.1080/13603116.2018.1497097.

Woloshyn, V. E., & Savage. M (2018). Sharing narratives to foster mental
health literacy in teacher candidates. The Canadian Journal for the Scholarship of Teaching and Learning, 9(2), https://doi.org/10.5206/cjsotl-rcacea.2018.2.8

Savage, M. J., & Woloshyn, V. E. (2018). Creating safer schools through leading for wellness. Canadian Association for Principals (CAP) Journal, 118, 16-19.

Woloshyn, V. E., Kaefer, T., Savage, M., & Ratković, S. (2017). Exploring research methodologies: Mapping the Canadian education landscape as represented through two national journals. In S. Opić, B. Bognar, & S. Ratković (Eds.), New approaches to research methodology in education (pp. 223-266). Zagreb: Faculty of Teacher Education, University of Zagreb.

Woloshyn, V. E., Bajovic, M., & Maney Worden, M. (2017). Promoting student-centered learning using iPads in a grade-1 classroom: Using the digital didactic framework to deconstruct instruction. Computers in the Schools, 34(3), 152-167. doi: 10.1080/07380569.2017.1346456

Woloshyn, V. E., Grierson, A., & Lane, L. (2017). Using iPads to empower young children as readers and writers. In D., Harwood, (Ed.), Crayons and iPads: Learning and teaching of young children in the digital world (pp. 91-102). London, UK: Sage Publications.

Armstrong, D., & Woloshyn, V. E. (2017). Exploring the tensions and ambiguities of university department chairs. The Canadian Journal of Higher Education, 47(1), 97-113.

Ratković, S., & Woloshyn, V. (2017). Doctoral education for a sustainable future: What’s a comprehensive portfolio got to do with it? Croatian Journal of Education, 19(3), 293-315. doi.org/10.15516/cje.v19i0.2709

Taber, N., Woloshyn, V., Munn, C. & Lane, L. (2017). Strong Snow White requires stronger marriageable huntsman. Canadian Journal for the Study of Adult Education, 29(2), 21-36.

Beres, J. & Woloshyn, V. (2017). Instructional insights gained from teaching a research methods course to Chinese international graduate students studying in Canada. Journal of International Students, 7(3), 728-747. doi: 10.5281/zenodo.570030

Lane, L., Woloshyn, V., & Taber, N. (2016). Tangles, tears, and messy conversations: Using a media discussion group to explore notions of strong women. Journal of Gender Studies. doi: 10.1080/09589236.2016.1243044.

Lane, L., Taber, N., & Woloshyn, V. E. (2015). The challenge of sustaining critique across time and texts: “I never said that” about The Hunger Games. Atlantis: Critical Studies in Gender, Culture, & Social Justice, 37(1), 119-128.

Woloshyn, V. E., & Grierson, A. (2015). Secondary-school students’ international voluntourism experiences: Effects on worldviews, behaviours, and aspirations. Journal of the International Society for Teacher Education, 19(1), 48-60.

Harwood, D., Bajovic, M., Woloshyn, V., DiCesare, D. M., Lane, L., & Scott, K. (2015). Intersecting spaces in early childhood education: Inquiry-based pedagogy & tablets. The International Journal of Holistic Early Learning and Development, 1(1), 53-67.

Woloshyn, V. E., & Munn, C. (2014). Exploring the role of the learning strategist at a Canadian college and university: The tale of two professionals. College Quarterly, 17(2) http://collegequarterly.ca/2014-vol17-num02-spring/woloshyn-munn.html

Taber, N., Woloshyn, V. E., Lane, L., & Munn, C. (2014). Exploring representations of super women in popular culture: Shaping critical discussions with female college students with learning exceptionalities. Adult Learning, 25(4), 142-150.

Munn, C., & Woloshyn, V. E., (2014). Exploring the evolving beliefs of a beginning reading teacher as shaped through multiple experiences in a university-based reading clinic. The Reading Professor, 36(1), 12-19.

Woloshyn, V. E., Woloshyn-Chick, R. H. (2014). Surviving and thriving in first year: Recommendations for students with learning disabilities. In N. Riecken (Ed). How to succeed in college: It’s never too late! Part two for adult learners. Amazon Digital Services, Inc.